TY - JOUR
T1 - Measuring change over time in sociotechnical thinking
AU - Leydens, Jon A.
AU - Johnson, Kathryn
AU - Claussen, Stephanie
AU - Blacklock, Jenifer
AU - Moskal, Barbara M.
AU - Cordova, Olivia
N1 - Funding Information:
This material draws from work supported by the National Science Foundation under Grant No. EEC-1664242. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© American Society for Engineering Education, 2018.
PY - 2018/6/23
Y1 - 2018/6/23
N2 - Practicing engineers need to be able to balance the complex interplays that exist between the social and technical dimensions of contextualized, open-ended problems. Engineers often engage in problem definition while interacting with non-engineering stakeholders. Yet in undergraduate engineering education, engineering course work often emphasizes the technical at the expense of the social, and rarely provides students the opportunity to solve open-ended problems. This paper describes the rationale and process for developing an instrument to measuring students' perspective changes in sociotechnical thinking. That instrument is motivated by research that examines the importance of embedding sociotechnical thinking, or the interplay between relevant social and technical factors in the problem to be solved, into the engineering curriculum.
AB - Practicing engineers need to be able to balance the complex interplays that exist between the social and technical dimensions of contextualized, open-ended problems. Engineers often engage in problem definition while interacting with non-engineering stakeholders. Yet in undergraduate engineering education, engineering course work often emphasizes the technical at the expense of the social, and rarely provides students the opportunity to solve open-ended problems. This paper describes the rationale and process for developing an instrument to measuring students' perspective changes in sociotechnical thinking. That instrument is motivated by research that examines the importance of embedding sociotechnical thinking, or the interplay between relevant social and technical factors in the problem to be solved, into the engineering curriculum.
UR - http://www.scopus.com/inward/record.url?scp=85051217203&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85051217203
VL - 2018-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
Y2 - 23 June 2018 through 27 December 2018
ER -